Institutional Code of Practice for the Assessment of Students

The University forWorld-Class Professionals

Version: 1.0

Document Title: Institutional Code of Practice for the Assessment of Students

Author Name: Centre for Academic Standards & Quality Enhancement (CASQE)

Approved Date: 17 October 2012

Approved By: Academic Board

Date for Review: 17 October 2017

Amendments since Approval

Detail of Revision: Date of Revision: Revision Approved by:

Contents1. Introduction2. Principles of Assessment 3. University Policies, Procedures & Guidelines on the Assessment of Students4. Definition of Assessment 5. Assessment Strategies6. Relationship Between Assessment Tasks & Learning Outcomes7. Verification of Assessment8. Scheduling of Assessment9. Communication of Assessment Arrangements to Students10. Adjustments for Disabled Students11. Submission of Written Work12. Attendance at Scheduled Coursework Assessments13. Language of Assessment 14. Examinations15. Grading Criteria & Marking16. Feedback on Assessed Work17. Archiving of Assessments18. Assessment Boards19. Assessment Regulations20. Accreditation & Prior Learning21. Monitoring & Review of Assessment Processes22. Staff Development & Training

Version Control Statement

Introduction

1.1 Assessment at MMU is an integrated and integral part of learning and teaching. It is the principal instrument by which we:

• recognise and reward student progress

• provide motivation for further achievement

• identify areas for development in both teaching and student learning

• monitor levels of achievement• maintain academic standards• help to prepare students for

professional life

1.2 Assessment practice is informed by reflection and research across the University as well as by reference to external bodies.

Principles of Assessment at MMU

2.1 The principles of assessment at MMU are as follows:

• Assessment is valid in relation to its form, quantity, level, content and Learning Outcomes, whilst avoiding assessment overload.

• Assessment is designed so that the threshold requirements are achievable for any student admitted onto a course of study.

• Assessment is facilitative and supports and promotes student learning by the provision of appropriate feedback on students’ performance.

• Assessment is reliable and consistent in the judgements made.

• Assessment processes are

explicit with all parts of the assessment process being made clear to all parties (students, staff, and External Examiners).

• Assessment processes are equitable with all students being assessed fairly on their own individual merit and ability.

• Assessment processes are robust and staff engaging in them are appropriately trained.

• Student performance for specified assessment is gradable, using a full range of marks.

2.2 The principles of assessment have been formulated taking account of the QAA UK Quality Code for Higher Education, and specifically:

• Part A: Setting and Maintaining Academic Standards

• Chapter B6: Assessment of students and Recognition of Prior Learning

• The Framework for Higher Education Qualifications

• QAA Subject Benchmark Statements

2.3 The principles of assessment link with, and complement, the principles enshrined within MMU policy statements.

University policies, procedures and guidelines on the assessment of students

3.1 The Institutional Code of Practice for the Assessment of Students is supported through MMU policies and Codes of Practice. The policies and University-wide procedures for the assessment of students will be applied consistently to all students

registered on taught courses of study except where a course has good grounds for non-alignment, for example in order to satisfy the requirements of a professional, statutory or regulatory body (PSRB).Where there is an appropriate rationale for non-alignment, approval for variation will be sought through the MMU committee structure and programme teams will produce and publish, within the Programme Specification, course specific assessment guidelines and, within the Unit Specification, Unit specific assessment guidelines.

3.2 The Institutional Code of Practice for the Assessment of Students should be read in conjunction with the following:

• The Regulations for the Academic Awards of the University & Related Matters of the University

• The MMU Assessment Regulations for Undergraduate and Taught Postgraduate Programmes of Study

• The Curriculum Framework for Undergraduate Programmes of Study

• The Curriculum Framework for Taught Postgraduate Programmes of Study

• The Flexible Curriculum Framework for Accredited provision

• The MMU Strategy for Learning, Teaching and Assessment

• The MMU Commitment• The Institutional Code of Practice

for External Examining• The Institutional Code of Practice

for Placement and Work-based Learning

MMU’s Institutional Code of Practice for the Assessment of Students provides a series of overarching principles and expectations that define and safeguard the management of assessment, and ensure compliance and consistency with QAA expectations.

About the ICP:Assessment of Students

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Definition of Assessment

4.1 ‘Assessment’ is a generic term for a set of processes that inform and measure the outcomes of students’ learning in terms of knowledge acquired, understanding developed and skills gained.

Summative assessment is moderated assessment which provides a measure of achievement or failure in respect of a student’s performance in relation to the intended Learning Outcomes of the course of study and which determines progression and award.

Formative assessment is designed to provide students with feedback on progress and inform development. It does not contribute towards the students’ progression or awards but it will help students to prepare for summative assessment.

Diagnostic assessment provides an indicator of a student’s aptitude and preparedness for a course of study and identifies areas for particular development.

4.2 It is expected that care will be taken to ensure that there is an appropriate mix of formative and summative assessment within each course. Assessment requirements will be integrated into all curriculum planning and design and be directly aligned with intended Learning Outcomes.

Assessment Strategies

5.1 Unit Specifications will provide explicit details of the assessment appropriate to the level, credit rating and Learning Outcomes including the components (assessment tasks) and form of the assessments (type and length) and which assessments count towards the Unit marks and their weighting. All assessment tasks must be clearly mapped to specified Learning Outcomes. Assessment tasks for each Unit will be designed to enable students to demonstrate their achievement of the Unit Learning Outcomes taking into consideration the assessment rules laid down in the appropriate Curriculum Framework.

5.2 Where a course forms part of the qualifications regime of a Professional, Statutory or Regulatory Body (PSRB), clear information should be given in the Programme Specification about the specific

assessment requirements which must be met for progression towards the professional qualification, including those Units which must be passed and the level at which the course or any part of it must be passed in order to meet the requirements of the PSRB.

5.3 The involvement of students in the assessment process is considered to be good practice and supports the achievement of the University’s Graduate Outcomes.

5.4 Involvement in the assessment process usually takes the form of self or peer assessment; it can be part of formative or summative assessment.The effectiveness of assessment strategies will be monitored by Programme Teams as part of the Continuing Monitoring and Improvement and Programme Review processes, taking advice, as appropriate, from a range of sources.

Relationship between Assessment Tasks and Learning Outcomes

6.1 The award of credit and qualification is based on the achievement of the intended Learning Outcomes. Learning Outcomes are devised at course and Unit level.

6.2 Programme-specific Learning

Outcomes specify the knowledge and skills appropriate to the field of study and identify the ways in which these will be developed and evaluated in the students. Unit level Learning Outcomes describe what students will be able to do by the end of the Unit.

6.3 Assessment will be aligned with the Unit Learning Outcomes so that in order to pass the Unit, level or course, students will demonstrate that they have achieved the intended Learning Outcomes.

6.4 MMU acknowledges the diversity of assessment practice between and within different subjects, recognizing that this is necessary to enable students to demonstrate their knowledge and understanding and achievement of the Learning Outcomes of each Unit or course. Thus, within each course, there will be a balance and blend of assessment tasks to test the range of Learning Outcomes at each level of the course. Assessment techniques will be adopted which are appropriate to the teaching and learning methods and provide students with the opportunity to demonstrate the achievement of the Learning Outcomes. Learning Outcomes should be reviewed to ensure that they:

• are described in terms of what the student will be able to do at the end of the Unit or level of the programme being described;

• are specific and measurable;• have been devised taking into

account the appropriate Subject Benchmark Statements;

• are set at the appropriate level for the Unit / Programme.

6.5 Clear guidance on Programme and Unit Learning Outcomes can be found within the MMU Curriculum Frameworks and the CELT website.

Verification of Assessment

7.1 Draft assessment and reassessment tasks for each Unit will be produced simultaneously by the Unit Leader to ensure that assessment at each opportunity is equitable. Assessment task(s) will:

• meet the requirements detailed within Unit specifications;

• assess the Learning Outcomes;• be set at the correct level;• conform with expectations of

External Examiners as laid out in the External Examiners’

Handbook

7.2 The Programme Leader will agree the assessments for course(s) covered within the Programme Specification to ensure breadth of assessment activity across each level of study. Once all assessment task(s) have been agreed they will be sent to External Examiners. Following this scrutiny, and any subsequent modification, assessment tasks will be published to students.

7.3 Every component of assessment that contributes to an award is subject to External Examiner moderation. This ensures the maintenance of standards both internally and in comparison with similar courses delivered at other institutions.

7.4 All assessment and reassessment briefs for each academic year should be submitted to the relevant External Examiner via the most secure means possible. Assignment briefs sent to External Examiners should be accompanied by a copy of the relevant Unit specification; and clear guidance notes (i.e. assessor expectations of the assignment brief).

7.5 The External Examiner will be asked to comment on the suitability of the assessment briefs with regard to the Unit specification, level of work expected and in relation to the standards of the tasks in comparison with similar courses at other institutions. S/he is also asked to comment upon the clarity of the task, and on the guidance provided.

Scheduling of Assessment

8.1 The scheduling of summative assessment will ensure that students have sufficient time to develop their skills, knowledge and learning of the subject in order to show the extent to which they have achieved the intended Learning Outcomes at different levels and stages. The Programme Leader is responsible for confirming the scheduling of each element of assessment and will plan the schedule to avoid clustering of assessment.

Communication of Assessment Arrangements to Students

9.1 Programme teams will ensure that students are provided with the assignment brief for the assessment tasks for each Unit, well in advance of

the submission date, and normally at the start of the Unit. The assignment brief will indicate clearly how marks for individual pieces of work will be apportioned, and will include the assessment criteria, submission dates and arrangements, and the date on which feedback will be returned to students. A schedule of formal, timed examinations, which will show the date and time and location of each examination, will be published at least 15 working days before the date of any examination shown in the schedule.

9.2 Students will be made aware of the purpose of different assessment tasks and how they link to the Learning Outcomes of the Unit. Where appropriate, course teams will also provide students with written details of specific assessment outcomes or other criteria that must be met to fulfil the requirements of PSRBs. This information will be published in the relevant Programme or Unit Handbook and / or via Moodle.

9.3 Where work-based learning forms part of a Programme and students are assessed on placements, Programme Leaders will inform students of who will assess their work during the placement and, where appropriate, how those marks will contribute to their summative assessment and / or their progression and award.

Further Information:

Procedures for the Communication of Assessment Regulations

Adjustments for Disabled Students

10.1 The assessment needs of disabled students, including specific learning difficulties such as dyslexia, are supported in compliance with the Equality Act 2010 and the MMU Equality and Diversity Strategy.

10.2 Further details about the procedures relating to disabled students, can be found in the Assessment Arrangements for Disabled Students.

Submission of Written Work or Artefacts

11.1 Students are expected to submit all written coursework and / or artefacts by the published deadline

and submit with the work an appropriate assessment submission proforma, without which, work is not accepted. Where electronic submission is permitted or required, such work will also be accompanied by an appropriate assessment proforma.

11.2 The format for the coursework submission will be clearly explained to students and the process for submission of coursework and logging receipt of work and providing evidence of submission will be published well in advance of the deadline, preferably in the Unit Handbook. The method for the return of marked coursework shall be identified and clearly explained to students.

11.3 A student who is unable to submit coursework without good cause may be deemed by the Assessment Board to have failed the assessment concerned. See the Procedure for Consideration of Exceptional Factors.

Attendance at Scheduled Coursework Assessments

12.1 Students are expected to attend all scheduled coursework assessments such as presentations, exhibitions, performances, laboratory- or workshop-based assessments or class tests and so on. The method for the return of feedback and grades shall be identified and clearly explained to students.

12.2 A student who is unable to attend scheduled coursework assessments without good cause may be deemed by the Assessment Board to have failed the assessment concerned. See the Procedure for Consideration of Exceptional Factors.

12.3 In some instances, assessment tasks emerge from an ongoing process that is dependent on high levels of attendance / engagement. This is a common feature of certain kinds of group-based practical work. Where the levels of attendance and / or engagement fall short of that required for the successful completion of the Unit, this may have an adverse effect on the assessment outcome. For Units in which high levels of attendance are linked to the mode of assessment, clear guidance about attendance requirements will be provided in the assessment brief.

12.4 Where a Faculty Exceptional Factors Panel deems, on the basis of

On successful completion of their course of study MMU graduates will be able to:

GO1. apply skills of critical analysis to real world situations within a defined range of contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives; GO5. manage their professional development reflecting on progress and taking appropriate action;GO6. find, evaluate, synthesise and use information from a variety of sources;GO7. articulate an awareness of the social and community contexts within their disciplinary field.

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the evidence placed before it, that the student concerned was absent with good cause then the student shall be assessed or reassessed in the normal way.

Language of Assessment

13.1 All teaching and assessment of Units within courses leading to an academic award of the University will be in the English language, apart from the following exceptions:

• Foreign language Units provided by the Department of Languages; Information and Communications.

• Units (or equivalent) provided and assessed by another university associated with a Student Exchange and approved by the relevant Institutional Committee.

13.2 In such cases described above MMU shall ensure that those staff teaching and assessing students will have the subject knowledge and expertise in the language(s) used, and shall ensure that appropriately qualified External Examiners are appointed. Any assessment undertaken using a language other than English, as detailed in the exceptions above, shall be recorded on the student’s transcript.

Examinations

14.1 Examinations are one of the principal summative assessment instruments employed by the University. MMU defines an examination as an assessment undertaken within a constrained period of time, in a set location, following a specified rubric of instruction which is formally included in the examination schedule and subject to invigilation. The University’s approved procedures provide a secure environment for examinations and for the fair treatment of all students undertaking them.

14.2 This section does not apply to scheduled coursework assessments such as presentations, exhibitions, performances, laboratory-based or workshop-based assessments or class tests and so on and separate guidance is provided for the management of these.

Conduct of Examinations14.3 Examinations shall be subject to invigilation which will ensure that instructions to examination

candidates are observed. It is the responsibility of the candidate to attend for examination at the prescribed place and time. Examinations will be conducted entirely in accordance with these rules.

14.4 Procedures for the conduct of examinations can be found in the Procedure for Handling Academic Misconduct.

Absence from Examinations

14.5 A student absent without good cause from an examination must be deemed by the Assessment Board to have failed the examination.

14.6 In the case of practical, group based examinations, a student whose attendance falls below the minimum requirement stipulated in the assessment brief or who is absent without good cause from the formal assessment may be deemed by the Assessment Board to have failed the examination.

14.7 Where a Faculty Exceptional Factors Panel deems, on the basis of the evidence placed before it, that the student concerned was absent with good cause then the student shall be assessed or reassessed in the normal way.

14.8 Procedures relating to absence from examinations can be found in the Procedure for Consideration of Exceptional Factors.

Grading Criteria and Marking

15.1 A student’s performance will be marked according to clear assessment criteria as set out in the assignment brief. Assessment criteria will:

• be given to students with the assignment brief (plus any guidance on what the markers expect the student to address when undertaking the assessment task);

• examine the extent to which Learning Outcomes have been achieved by the student;

• be set at the required standard and level of the Unit;

• reflect the published aims and Learning Outcomes;

• be of a comparable standard to equivalent awards elsewhere in the UK, and in keeping with appropriate subject benchmark statements.

15.2 The marks of summatively assessed work (both examinations and coursework) are subject to Assessment Board approval. A record of marks, evidence of second and / or anonymous marking, and comments from second markers will be made available for scrutiny by External Examiners.

Further Information:

Assessment Grading, Criteria and Marking

Anonymous Marking

15.3 Anonymous marking is the process undertaken to avoid the possibility of bias entering the marking process. To this end, wherever possible, the identity of students should not be apparent to markers and work should only be identified by student number. Where the method of assessment does not allow anonymous marking (e.g. dissertations, presentations, oral examinations, practical examinations) alternative methods of marking to mitigate the possible effect of bias will be clearly explained.

15.4 For some types of assessment it may be impractical either to second mark or to mark anonymously. Methods by which students may be protected from unfair or biased assessments in these situations will be made explicit by the Programme Leader.

Marking and Moderation

15.5 Each Programme Team will have effective systems and procedures in place for the internal moderation of all methods of assessment for all Units. Internal moderation of summative assessment marks which have been generated by a first marker (or marking team) are scrutinised so as to verify the appropriateness of the marking based on the consistent application of clear, fair, common and transparent assessment criteria and marking schemes, drawn from the relevant intended Learning Outcomes, and understood by both students and markers. The process will also include a second judgement, of a sample of scripts across the range of marks to confirm the breadth of achievement.

15.6 The term “second marking” denotes a process whereby the marks allocated by a first marker(s) are examined and verified, by someone not associated with the first marking, to be fair and consistent with the marking scheme.

Further Information:

Procedures for Verification, Marking and Moderation of Assessment

Feedback on Assessed Work

16.1 MMU provides feedback to students in order to help promote learning and facilitate improvement. It is provided following formative assessment and summative assessment. All feedback will:

• relate to the Learning Outcomes and assessment criteria

• be relevant and meaningful• be motivating, clear and

constructive• be critical but with the intention

of enabling student development by consolidating learning and advising on means of improvement

• be returned on submitted work for assessment within four weeks.

16.2 If, for reasons outside the Unit Team’s control, the date for feedback cannot be met, this must be communicated clearly to all students, together with a definitive revised date.

16.3 Feedback may be:

IndividualIdentifying specific issues relating to one student’s work, or

GenericReferring to general points about the assessment as a whole, arising from an overview of the work produced by the student group.

16.4 The nature and the extent of feedback that a student may expect should be indicated for each assessment task at the time it is set. Students should be made aware of whether their work will be returned at the same time as feedback is provided. Feedback must be provided as soon as possible after the student has completed the assessment task.

16.5 Feedback on formative assessment should be given in time for students to make use of it prior to summative assessment. Explicit confirmation must be provided to students regarding the point in the Unit where it is no longer appropriate for staff to provide formative feedback, for example when a student is undertaking final dissertation drafts. This will be communicated to students at the time the assessment task is set.

Further Information:

Procedure for Feedback on Assessed Work

Archiving of Assessments

17.1 Scripts and / or assessed work are stored and disposed of in compliance with the Data Protection Act, the Freedom of Information Act and the MMU Records Management Policy.

Assessment Boards

18.1 The University operates a two-tiered Assessment Board structure, incorporating the Unit Results Board and the Progression & Awards Board. The structure provides for the consideration of quantitative data on student performance in assessment, which in turn informs Programme and Unit strategies for the enhancement of standards and quality through the Continuous Monitoring and Improvement process.

18.2 Results will normally be produced within 10 working days of the Progression and Award Board and will be available on the published date each year. Students will be entitled to a transcript each academic year identifying their progress.

18.3 The Procedures for the Conduct of Assessment Boards include membership, powers and accountability of the Assessment Boards.

Assessment Regulations

19.1 The MMU Assessment Regulations for Undergraduate and Taught Postgraduate Programmes of Study provide students, staff and members of Assessment Boards with detail of student progression, re-assessment and award.

19.2 The approved Programme Specification for each course leading to an award states explicitly the Learning Outcomes to be met by students in order to achieve that award. Any variation to the MMU Assessment Regulations to meet PSRB or any other requirements must be approved by the relevant committee of Academic Board.

19.3 MMU reviews its Assessment Regulations on an annual basis to assure itself that the Regulations remain fit for purpose, maintain academic standards and take into consideration changes to the external environment. Any proposed revisions are considered by a working group of the relevant committee of Academic Board, consulted upon through faculty committees and the University’s Academic Quality and Standards Committee (AQSC) before consideration by and approval of Academic Board. Changes to the MMU Regulations are normally applied to both new and existing students.

19.4 Following approval by Academic Board MMU communicates changes to the Assessment Regulations to staff, students, External Examiners and other relevant stakeholders.

19.5 The Assessment Regulations are supported by Procedures that relate to the following aspects of assessment:

• Exceptional factors affecting student performance

• Academic misconduct

Accreditation and Prior Learning

20.1 The Policy for the Accreditation of Prior Learning refers to the consideration of learning that occurs prior to entry to courses. It also refers to additional learning that occurs during a student’s period of registration, over and above that deriving from Units on the student’s Programme. Credit awarded by another UK Higher Education Institution may be recognised, and certificated qualifications and experiential learning may be accredited (i.e. granted credit).

Monitoring and Review of Assessment Processes

21.1 Programme teams will have effective mechanisms in place for

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regularly reviewing and monitoring assessment processes. These will ensure that activities are appropriate, and are not excessive for students or staff. The monitoring and review processes will be undertaken to ensure that:

• learning processes within the Unit are adequately represented within all assessment tasks

• assessment tasks are appropriate and enable students to demonstrate the Learning Outcomes of a Unit

• over-assessment is avoided• student effort and the amount

of work involved is consistent across Units at each level

• submission deadlines are scheduled to be spread throughout the delivery period of the Unit wherever possible

• the course requires students to achieve appropriate standards of work at each level of the award

• the overall coherence of the course of study and progression through the course is considered

21.2 It shall be the responsibility of the Programme Leader, taking advice as appropriate from Assessment Boards and External Examiners, to monitor on an ongoing basis the effectiveness of the assessment processes. Such monitoring should also be informed by student feedback. Where changes to assessment strategies or requirements are proposed, an appropriate period of notice of their implementation should be given to staff, students, External Examiners and, if appropriate, Professional, Statutory and Regulatory Bodies.

21.3 As part of the process of course modification or review, the Programme Specification is required to be updated. Changes made to assessment strategies and requirements will be incorporated into Programme Specifications and, where necessary, approved through the University’s established procedures for the approval of new courses and modification and review of existing courses.

21.4 Consideration will be given as part of the process of Continuous Monitoring and Improvement to comparative statistical information (both internal and external) relating to student entry qualifications and assessment outcomes in order to identify and evaluate trends relating to the achievement of standards.

21.5 The University shall, through the relevant Committee of Academic Board, monitor and review periodically MMU assessment procedures and Regulations, taking into account both feedback from Faculties / Departments through the system of Continuous Monitoring and Improvement and external developments. Proposals for major changes to procedures or the Assessment Regulations shall be subject to consultations and an appropriate period of notice of the implementation of such changes shall be given to staff, students and other interested parties.

Staff Development and Training

22.1 MMU will ensure that External Examiners and academic staff at MMU and Collaborative Partner organisations involved in the assessment of students are equipped to undertake their roles and responsibilities. MMU will provide staff development and training for those new to teaching through the Centre for Excellence in Learning and Teaching (CELT). The CELT website will also support staff through its guidance materials on assessment of students.

22.2 Programme Teams will be responsible for providing training and development of work-based assessors to ensure they are aware of MMU policies and procedures in relation to the assessment of students.

22.3 Update training on interpretation of the Assessment Regulations, the tiered Assessment Board structure and the inputting of assessment data is provided through on-line training and face-to-face training sessions.

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